Level 4 Ptlls Reoles, Responsibilities and Relationships
6302 PTLLS ASSIGNMENT 1
Analyse and evaluate you roles, responsibilities and relationship in Lifelong Learning
Roles, responsibilities and relationships are key elements in any learning environment. This piece will analyses and evaluate my roles, responsibilities and relationship with my learners. My students vary in age range; from 10 years old to 33 years old. I am a Home Tutor, tutoring GCSE Mathematics and English and I also prepare QTS students for their basic Mathematics and English assessments. I possess a degree in Engineering and a second degree in Surveying and have been a medical secretary; where the use of good English is paramount to my profession. I have also partaken in Teaching Assistant and Mentor courses.
My role as a Tutor is complex and demanding. Not only am I a professional individual; I am also a friend, mentor, counsellor and confidant to all of my students. Often my students lack confidence in themselves and their abilities. Using techniques I have learnt through the course of my life and studies, I gain their trust and confidence and in turn this builds their confidence in themselves and their studies.
Below is Figure 1 Kolb’s model of experiential learning (2) “... learning thus involves a direct encounter with the phenomena being studied rather than merely thinking about the encounter, or only considering the possibility of doing something about it.” My understanding of this is a type of learning that maybe used by social workers and I can relate to this as my role as a Tutor. I work outside of the classroom and in conjunction with the National Curriculum (yrs 6-11). My students have had quite enough ‘learning’ in one day, so I have to ensure my sessions are stimulating and enjoyable and not like a typical school lesson. Figure 1 is a model I tend to use with my younger students. In some cases I have achieved more in one session than the student has learnt in an entire week.
Figure 1. David A. Kolb's
Analyse and evaluate you roles, responsibilities and relationship in Lifelong Learning
Roles, responsibilities and relationships are key elements in any learning environment. This piece will analyses and evaluate my roles, responsibilities and relationship with my learners. My students vary in age range; from 10 years old to 33 years old. I am a Home Tutor, tutoring GCSE Mathematics and English and I also prepare QTS students for their basic Mathematics and English assessments. I possess a degree in Engineering and a second degree in Surveying and have been a medical secretary; where the use of good English is paramount to my profession. I have also partaken in Teaching Assistant and Mentor courses.
My role as a Tutor is complex and demanding. Not only am I a professional individual; I am also a friend, mentor, counsellor and confidant to all of my students. Often my students lack confidence in themselves and their abilities. Using techniques I have learnt through the course of my life and studies, I gain their trust and confidence and in turn this builds their confidence in themselves and their studies.
Below is Figure 1 Kolb’s model of experiential learning (2) “... learning thus involves a direct encounter with the phenomena being studied rather than merely thinking about the encounter, or only considering the possibility of doing something about it.” My understanding of this is a type of learning that maybe used by social workers and I can relate to this as my role as a Tutor. I work outside of the classroom and in conjunction with the National Curriculum (yrs 6-11). My students have had quite enough ‘learning’ in one day, so I have to ensure my sessions are stimulating and enjoyable and not like a typical school lesson. Figure 1 is a model I tend to use with my younger students. In some cases I have achieved more in one session than the student has learnt in an entire week.
Figure 1. David A. Kolb's